Digital Technologies in Science Education: Interactive Simulations, Virtual Laboratories, And Pedagogical Transformation

Authors

  • Konstantinos T. Kotsis Lab of Physics Education and training, Department of Primary Education, University of Ioannina, Greece Author

DOI:

https://doi.org/10.65150/EP-gjefm/V2E5/2026-02

Keywords:

digital technologies, interactive simulations, virtual laboratories, augmented reality, science education

Abstract

Digital technologies expand how students visualize, investigate, and model complex scientific phenomena. This integrative review synthesizes recent international research on non-AI digital technologies in science education, with emphasis on interactive simulations, virtual laboratories, augmented and virtual reality environments, and mobile measurement tools. The review examines evidence from physics, chemistry, biology, and related domains, focusing on learning outcomes, inquiry-based pedagogy, teacher professional development, and ethical-policy implications. The reviewed literature suggests that these technologies can support conceptual understanding, engagement, access to experimental experiences, and authentic data-based inquiry, particularly when embedded in guided inquiry, structured reflection, and curriculum-aligned activities. However, their effectiveness depends on instructional design, teacher expertise, infrastructure, accessibility, and institutional support. The review also identifies persistent challenges related to digital equity, data privacy, platform dependency, intellectual property, and environmental sustainability. Its main contribution is to connect evidence about learning outcomes with the professional and policy conditions required for responsible implementation. The article argues that digital technologies should not be treated as stand-alone solutions but as pedagogical resources whose value depends on thoughtful integration, equitable access, and responsible governance. These lessons are especially important as science education systems prepare for future AI-enhanced tools and learning environments.

Author Biography

  • Konstantinos T. Kotsis, Lab of Physics Education and training, Department of Primary Education, University of Ioannina, Greece

    Konstantinos T. Kotsis is a Full Professor of Science Education in the Department of Primary Education at the University of Ioannina. He holds a BSc in Physics from Aristotle University of Thessaloniki, Greece, and a PhD in Physics from the University of Ioannina, Greece. His early academic career was rooted in solid-state physics and X-ray scattering, including research appointments in Greece and the United States, before he gradually shifted his focus to science education.

    Since the mid-1990s, Professor Kotsis has played a central role in the development of physics and science education in higher education and teacher training. He has taught extensively at the undergraduate and postgraduate levels across multiple departments, including Physics, Chemistry, Informatics, Biological Applications and Technology, and Education, covering subjects ranging from general and experimental physics to STEM education, inquiry-based learning, and contemporary approaches to science teaching. He has supervised more than 200 master’s theses and numerous doctoral dissertations, many of which focus on conceptual change, scientific literacy, experimentation, and the pedagogical use of emerging technologies.

    His research spans science education, physics education research, STEM and environmental literacy, alternative conceptions in science, experimentation, and, more recently, artificial intelligence in education. He has authored and edited scholarly books, contributed to national science curricula and teacher guides, and published extensively in international peer-reviewed journals. Scholars widely cite his work, which has influenced both educational research and classroom practice.

    Professor Kotsis has also held a broad range of academic leadership and administrative roles, including Chair of the Department of Primary Education, Dean of the School of Education, Director of postgraduate programs, and long-standing Director of the Laboratory of Science Teaching and Education. At national and international levels, he has served on scientific committees, editorial boards, and review panels and has coordinated European educational projects focused on teacher training, accessibility, and quality assurance.

    Through his combined contributions to research, teaching, curriculum design, and academic leadership, Konstantinos T. Kotsis has made a sustained and influential contribution to the advancement of science education and the professional preparation of teachers in Greece and beyond.

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Published

2026-05-25

Issue

Vol. 2 No. 05 (2026): Volume 02 Issue 05 May 2026

Section

Articles

How to Cite

Kotsis, K. T. (2026). Digital Technologies in Science Education: Interactive Simulations, Virtual Laboratories, And Pedagogical Transformation. Global Journal of Education, Finance and Management, 2(05), 27-38. https://doi.org/10.65150/EP-gjefm/V2E5/2026-02

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